Araştırma Makalesi
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Developing the Pygmalion Scale (PS): Validity and Reliability Study

Yıl 2023, Cilt: 23 Sayı: 1, 272 - 299, 25.03.2023
https://doi.org/10.17240/aibuefd.2023..-1194957

Öz

The expectations of school administrators have an important place in the performance of teachers. The aim of this research is to develop a valid and reliable measurement tool suitable for examining the perception levels of school administrators' expectations towards teachers by teachers. In this context, a 20-item draft item pool was created by consulting the opinions of experts and teachers, and also by making use of the literature. The research was carried out in two stages with the participation of 514 teachers working in the province of Iğdır. Exploratory Factor Analysis (EFA), which was conducted to examine the validity of the scale, and the “Pygmalion Scale” (PS) were found to consist of 11 items and a two-factor structure. As a result of CFA, the goodness of fit values showed that the scale had a “perfect” fit. In addition, it was determined that the items of the scale were highly distinctive. The Cronbach's Alpha internal consistency coefficient was determined as .931, thus demonstrating the high reliability of the scale. According to the findings, it was concluded that PS is a valid and reliable measurement tool suitable for examining the perception levels of school administrators' expectations towards teachers by teachers.

Kaynakça

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Pygmalion Ölçeği'nin (PÖ) Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Yıl 2023, Cilt: 23 Sayı: 1, 272 - 299, 25.03.2023
https://doi.org/10.17240/aibuefd.2023..-1194957

Öz

: Öğretmenlerin performansında okul yöneticilerinin beklentileri önemli bir yer tutmaktadır. Bu araştırmanın amacı, okul yöneticilerinin öğretmenlere yönelik beklentilerinin öğretmenler tarafından algılanma düzeylerini incelemeye elverişli geçerliği ve güvenilirliği sağlanmış bir ölçme aracı geliştirmektir. Bu kapsamda uzman ve öğretmen görüşlerine başvurularak, ayrıca alan yazından da faydalanılarak 20 maddelik bir taslak madde havuzu oluşturulmuştur. Araştırmaya birinci aşamada 264 ve ikinci aşamada 250 olmak üzere Iğdır ilinde görev yapmakta olan toplam 514 öğretmen katılmıştır. Ölçek geçerliğin incelenmesi amacıyla yapılan Açımlayıcı Faktör Analizi (AFA) ile “Pygmalion Ölçeği”nin (PÖ) 11 madde ve iki faktörlü bir yapıdan oluştuğu saptanmıştır. Doğrulayıcı Faktör Analizi (DFA) sonucunda uyum iyiliği değerleri ölçeğin “mükemmel” uyuma sahip olduğunu göstermiştir. Ölçek maddelerinin yüksek düzeyde ayırt edici özellikte olduğu saptanmıştır. Cronbach Alfa iç tutarlık katsayısı ,931 olarak belirlenerek, ölçeğin yüksek güvenirliği ortaya koyulmuştur. Ulaşılan bulgulara göre, PÖ’nin okul yöneticilerinin öğretmenlere yönelik beklentilerinin öğretmenler tarafından algılanma düzeylerini incelemeye elverişli geçerli ve güvenilir bir ölçme aracı olduğu sonucuna ulaşılmıştır.

Kaynakça

  • Almadi, S. (2019). The research method of conceptual frameworks. The case of pygmalion effect: A leadership style or self-fulfilling prophecy? Hungarian Educational Research Journal, 9(3), 487-510. https://doi.org/10.1556/063.9.2019.3.41
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  • Karacabey, M. F. (2021).Pygmalion etkisi. N. Cemaloğlu Ed, Sendromların eğitim ve yönetime yansımaları (3. Baskı, s. 227-242) içinde. Pegem Akademi.
  • Karakowsky, L., DeGama, N. & McBey, K. (2012). Facilitating the pygmalion effect: The overlooked role of subordinate perceptions of the leader. Journal of Occupational and Organizational Psychology, 85(4), 579–599. https://doi.org/10.1111/j.2044-8325.2012.02056.x
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  • Leppink, C. K. (2010). Pygmalion training in a for -profit organization: The nondeceptive creation of the pygmalion effect [Doctoral Dissertation] Regent University. (Order No. 3425740). Available from ProQuest Dissertations & Theses Global. (760949099). https://www.proquest.com/dissertations-theses/pygmalion-training-profit-organization/docview/760949099/se-2?accountid=131578 1Eylül 2022 tarihinde erişim sağlanmıştır.
  • Lezotte, L. (2001). Revolutionary and evolutionary: The effective schools movement. Okemos, MI: Effective Schools Products, Ltd, 5. http://www.effectiveschools.com/downloads/RevEv.pdf 01.09 2022 tarihinde erişim sağlanmıştır.
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  • McNatt, D. B. (2000). Ancient Pygmalion joins contemporary management: A meta-analysis of the result. Journal of Applied Psychology, 85(2), 314–322. https://doi.org/10.1037/0021-9010.85.2.314
  • Mulisa, F. & Kassahun, S. (2019). Teachers’ expectation of students' achievement as a predictor of motivation to teach in Ethiopian secondary schools: Implication for quality education. Ethiopian Journal of Education and Sciences, 14(2), 28-47. https://www.ajol.info/index.php/ejesc/article/view/188445
  • Naso, P. O. (1994). Dönüşümler. ( İ. Z. Eyüboğlu, Çev.), Payel Yayınevi. (M.S. 8)
  • Natanovich, G. & Eden, D. (2008). Pygmalion effects among outreach supervisors and tutors: Extending sex generalizability. Journal of Applied Psychology, 93(6), 1382–1389. https://doi.org/10.1037/a0012566
  • Orhan, U. & Mendi, Y. (2019). Akademide pygmalion etkisi. Akademisyen Yayınevi.
  • Oz, S. & Eden, D. (1994). Restraining the golem: Boosting performance by changing the interpretation of low scores. Journal of Applied Psychology, 79(5), 744. https://doi.org/10.1037/0021-9010.79.5.744
  • Özan, M. B. & Gündüzalp, S. (2017). Pygmalion etkisi ve liderlik. Munzur Üniversitesi Sosyal Bilimler Dergisi (MÜSBİD), 5(9), 69-79. https://dergipark.org.tr/en/download/article-file/557240 13 Eylül 2022 tarihinde erişim sağlanmıştır.
  • Özdamar, K. (2004). Paket Programlar ile İstatistiksel Veri Analizi. Kaan Kitabevi.
  • Özdemir, S. & Sezgin, F. (2002). Etkili okullar ve öğretim liderliği. Kırgızistan Manas Sosyal Bilimler Dergisi, 2(3), 266-282.
  • Pallant, J. (2016). SPSS kullanma kılavuzu: spss ile adım adım veri analizi. Anı Yayıncılık.
  • Pfungst, O. (1911). Clever Hans:(the horse of Mr. Von Osten.) a contribution to experimental animal and human psychology. Holt, Rinehart and Winston. http://bththerapy.com/bth/wp-content/uploads/2018/11/Clever-Hans.pdf 5 Ağustos 2022 tarihinde erişim sağlanmıştır.
  • Poornima, S. C. & Chakraborty, D. (2010). The dynamics of pygmalion effect in organizations. IUP Journal of Soft Skills, Vol. 4 Issue 1/2, p49-56. 8p. 1 Chart, 1. https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=194273a1-ae4d-46ec-9a65-05c9880b63d4%40redis 15 Ağustos 2022 tarihinde erişim sağlanmıştır.
  • Rao, M. & Sharma S.(2016). Pygmalion in management. IOSR Journal Of Business And Management. P-ISSN:2319-7668, pp.15-23
  • Reynolds, D. (2002). The good, the bad, and the ugly of incorporating" My Fair Lady" in the workplace. SAM Advanced Management Journal, 67(3), 4. https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=6858e969-c630-40c7-bf1d-af9dca136c6e%40redis 5 Eylül 2022 tarihinde erişim sağlanmıştır.
  • Reynolds, D. (2007). Restraining golem and harnessing pygmalion in the classroom: A laboratory study of managerial expectations and task design. Academy of Management Learning & Education, 6(4), pp. 475-485. https://doi.org/10.5465/amle.2007.27694947
  • Rosenthal, R. & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1), 16–20. https://doi.org/10.1007/bf02322211
  • Sarıer, Y. (2020). TIMSS uygulamalarında Türkiye’nin performansı ve akademik başarıyı yordayan değişkenler. Temel Eğitim, 2(2), 6-27. https://dergipark.org.tr/en/download/article-file/1127364 1 Eylül 2022 tarihinde erişim sağlanmıştır.
  • Schermelleh, E. K. & Moosbrugger, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness of fit measures. Methods of Psychological Research Online, 8(2), 23-74. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.509.4258&rep=rep1&type=pdf 20 Ağustos 2022 tarihinde erişim sağlanmıştır.
  • Schrank, W. R. (1968). The labelling effect of ability grouping. Journal of Educational Research, 62(2), 51–52. https://doi.org/10.1080/00220671.1968.10883758 Schumacker, RE. & Lomax, RG. (2010). A beginner's guide to structural equation modeling. Taylor & Francis Group: p.85-90.
  • Seligman, M. P. & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5
  • Sezgin, E. E. (2018). Çalışanların pygmalion algısının motivasyon üzerindeki etkisinde özyeterlilik ve liderliğin aracı rolü: Trb1 bölgesi sağlık çalışanları araştırması [Yayımlanmamış Doktora Tezi] Fırat Üniversitesi.
  • Shan, C. (2022). The Effect of Teacher Expectation to Students’ Intrinsic Motivation. In 2021 International Conference on Education, Language and Art (ICELA 2021) (pp. 153-160). Atlantis Press. https://doi.org/10.2991/assehr.k.220131.027
  • Shashank, K. (2016). Pygmalion effect a manager's introspection. Notion Press
  • Shaw, G. B. (1912). Pygmalion, A Penn State Electronics Classics Series Publication.
  • Smith, G. & Campbell, F. (1980). A critique of some ridge regression methods. Journal of the American Statistical Association, 75(369), 74-81. doi:10.1080/01621459.1980.10477428
  • Suna, H. E., Tanberkan, H. & Özer, M. (2020). Türkiye’de öğrencilerin okuryazarlık becerilerinin yıllara ve okul türlerine göre değişimi: Öğrencilerin PISA uygulamalarındaki performansı. Journal of Measurement and Evaluation in Education and Psychology, 11(1), 76-97. https://doi.org/10.21031/epod.702191
  • Sutton, C. & Woodman, R. (1989). Pygmalion goes to work: The effects of supervisor expectations in a retail setting. Journal of Applied Psychology, 74(6), 943–950. https://doi.org/10.1037/0021-9010.74.6.943
  • Spitz, H. H. (1999). Beleaguered pygmalion: A history of the controversy over claims that teacher expectancy raises intelligence. Intelligence, 27(3), pp.199–234. https://doi.org/10.1016/S0160-2896(99)00026-4
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  • Şimşek, O. F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve lisrel uygulamaları. Ekinoks. Tauber, R.T. (1998). Good or bad, what teachers expect from students they generally get. ERIC Clearinghouse on Teaching and Teacher Education, December, pp.1-7. https://files.eric.ed.gov/fulltext/ED426985.pdf 1 Eylül 2022 tarihinde erişim sağlanmıştır.
  • Tavşancıl, E. (2014). Tutumların ölçülmesi ve spss ile veri analizi. Nobel Yayıncılık. Tekin, H. (2000). Eğitimde Ölçme ve Değerlendirme. Yargı Yayınları.
  • Tuckman, B. W. & Bierman, M. (1971, Nisan). Beyond pygmalion: Galatea in the schools. Paper presented at the meeting of the American Educational Research Association, New York. https://files.eric.ed.gov/fulltext/ED047077.pdf 5 Ağustos 2022 tarihinde erişim sağlanmıştır.
  • Turgut, M.F. (1992). Eğitimde Ölçme ve Değerlendirme. Saydam Matbaacılık
  • White, S. S. & Locke, E. A. (2000). Problems with the pygmalion effect and some proposed solutions. The Leadership Quarterly, 11(3), 389–415. https://doi.org/10.1016/S1048-9843(00)00046-1
  • Whiteley, P., Sy, T. & Johnson, S. K. (2012). Leaders’ conceptions of followers: Implications for naturally occurring Pygmalion effects. The Leadership Quarterly, 23(5), 822–834. https://doi.org/10.1016/j.leaqua.2012.03.006
  • Yücel, D. (2013). Pygmalion etkisi kapsamında yönetici beklentilerinin astlar tarafından algılanmasının astların performansı üzerindeki etkileri ve bir araştırma [Yayımlanmamış Doktora Tezi] Marmara Üniversitesi.
  • Zanna, M. P., Sheras, P. L., Cooper, J. & Shaw, C. (1975). Pygmalion and galatea: The interactive effect of teacher and student expectancies. Journal of Experimental Social Psychology, 11(3), 279-287. https://doi.org/10.1016/S0022-1031(75)80028-X
Toplam 89 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Kenan Çiftçi 0000-0002-1719-8186

Murat Özdemir 0000-0002-1166-6831

Yayımlanma Tarihi 25 Mart 2023
Gönderilme Tarihi 26 Ekim 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 23 Sayı: 1

Kaynak Göster

APA Çiftçi, K., & Özdemir, M. (2023). Pygmalion Ölçeği’nin (PÖ) Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 272-299. https://doi.org/10.17240/aibuefd.2023..-1194957